Language and Inclusive Basic Education Issues and Challenges. FORMS OF INCLUSION I. Introduction PDF

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Maria Isabel R. Barrozo III BSED English A

Language and Inclusive Basic Education Issues and Challenges. FORMS OF INCLUSION I.

Introduction

II.

Summary of the topic

III.

Critical Analysis

IV.

References

I .Introduction We have two educational systems – one for students with disabilities (education in special schools) and one for everyone else (education in regular classrooms). The movement towards integration of students with disabilities into the regular classroom started in the second half of the twentieth century. The trend at present is to create one education system that values all students to devise a classroom that respects diversity. Diversity means valuing the differences between people and the ways in which those differences can contribute to a richer, more creative and more productive working environment. It includes race, ethnicity, gender, age, religion , disability , sexual orientation and socio-economic condition. An inclusive school that welcomes all students irrespective of disability, community background, sexuality and ethnic background etc. Integration and inclusion are used by educators as synonyms but they are different and there is a paradigm shift from integrated education to inclusive education. The aim of integrated education is assimilation of children with diverse abilities into the existing classes and structures within a school and it emerged as a philosophical antithesis to segregation and it helps a child fit into a pre-existing model of schooling. Inclusive differs in that as it assumes that all children are a part of the regular school system from the very beginning of school. Inclusion demands high levels

Language Programs and Policies in Multilingual Societies

Maria Isabel R. Barrozo III BSED English A

of teaching competence and organizational changes aimed at promoting effective learning that is very important for school. For certain reasons special needs education has always been of inferior importance both in developed and developing countries. Stereotypically, children with disabilities have been deemed to be indifferent to education and unable to perform as perfectly as others. This misconception led to exclusion of children with disabilities in education which left them out of focus not only in education but also in almost all areas of social life. Therefore this sphere always demanded special, harder and affectionate consideration throughout all stages of history as disabilities vary in terms of mental and physical aspects and both require deep consideration and professional approach in every corner of the world. Inclusive learning has been issued for being on top, consequently there are

(3) forms of

inclusion.

II. Summary of the T Topic opic

FORMS OF INCLUSION Physical Inclusion Physical inclusion receives consistent promotion, support, and facilitation from the government. All the policies and regulations have made education free and compulsory for all children. No institution can deny admission to a child with disability on account of his/her disability. The universalization of elementary education(UEE) focuses on enrolment, retention and achievement of all children. Social inclusion It is only happening in the sections of the society. In the lower socio-economic strata research studies have revealed that there is a greater acceptance of person with disabilities with minimum expectation. Gradually the efforts are being made by educating people through direct instruction and media to bring attitudinal changes in the society. All children are able to be part of their community and develop a sense of

Language Programs and Policies in Multilingual Societies

Maria Isabel R. Barrozo III BSED English A

belonging and become better prepared for life in the community as children and adults. And most importantly, it provides better opportunities for learning.

Cognitive Inclusion The educational institutions try out cognitive inclusion by allowing the children with special educational needs to study in general classrooms with non-disable children. Cognitive inclusions is possible only if the subject matter is broken down into smaller learning units and teachers make sure that all the children to the expected level of mastery learn each of the micro units of a lesson. Each child is given equal opportunity to learn, understand, retain, and reproduce the information at an appropriate time and in appropriate manner as well as it capture what is being most valued and that is to say, student learning.

III. Critical Analysis Inclusion is simply not a process that can be done to a school or a classroom; it is a philosophy that needs to be embraced by everyone involved. Inclusion is a philosophy of acceptance and diversity. It is an idea that is being brought into our schools that requires a substantial amount of change on the part of everyone in the school community. Schools have had a long history of segregation, especially when it comes to educating students with disabilities. People felt that anyone with a disability was incompetent and that they had nothing valuable to contribute to society. It has only been in recent years that education has made an effort to understand the philosophy of inclusion and incorporate it into schools. The purpose of education is to ensure that every student gains access to knowledge, skills, and information that will prepare them to contribute to communities and workplaces. Students with disabilities should not receive any less of an education compared to their peers without disabilities. Every child has the right to an appropriate and equal education in this country. Everyone needs to

Language Programs and Policies in Multilingual Societies

Maria Isabel R. Barrozo III BSED English A

be committed to ensuring that this happens in our schools. Inclusion of children in the forms of social, cognitive and physical were observed to be as crucial form because children most includes their life in these aspects. Consequently, the main desired of these three inclusions of education is to include students with disability in regular school classes and fairly assessed together with students without disability. It is crucial in as sense for developing their potential, self-confidence, self-reliance and making them career oriented.

IV IV.. R References eferences Ph.D. Begum, A (2017). Inclusive Education: issues and challenges. Retrieved from http://oaji.net/articles/2017/1174-1512380400. Suleymanov, F. (2015). Issues of Inclusive Education: Some Aspects to be Considered, Electronic

Journal

for

Inclusive

Education,3(4).

Retrieved

from

http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1175&context=ejie. McMillan, Nicole M. (2008). "Inclusive Education: The Benefits and the Obstacles". Education

and

Human

Development

Master's

Theses.

445.

Retrieved

from

http://digitalcommons.brockport.edu/ehd_theses/445. Dr. Christensen, K. (2018). Inclusion: Providing equal opportunities for physical and social play. Retrieved from https://www.playcore.com/news/inclusion-providing-equalopportunities-for-physical-and-social-play

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